MUSIC 670 Elementary Music Unit

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1 MUSIC 670 Elementary Music Unit Re As prepared by Becca Cline Kansas State University Spring 2013

2 Prepare Unit Outline The prepare stage is an opportunity for students to experience re through activities such as songs and games that include the pitch. Repertoire for the section should clearly encompass the purpose of the unit. Repertoire/ Activities: Sally go round the sun This is a pentatonic game (Do re mi sol la). This game allows students to take turns going around their peers as Sally goes around the various things in the song. With each student taking turns it allows for great repetition of the song. Old Woman and the Pig This too is a pentatonic piece, with re pitches which are especially accented when the oinks appear in the music. This piece provides an opportunity to discuss other cultures by discovering that though pigs make the same sound no matter where they are, people around the world describe the sounds in their own way. Practicing the piece using some of the various onomatopoeias from around the world allows for repetition of the piece especially the Re pitches which occur on the words that will be changing; this fun activity also allows students to learn about other languages. All around the buttercup This is a piece that contains several Re pitches, including a leap from Sol to Re, and a Mi Re Do ending cadence. For the game, students form a circle and hold hands, they then raise their arms to form windows, the leader moves around the circle, weaving in and out of the windows. Present The present stage is the point in the unit when students are lead to name/label the new information, and connect it to its symbolic representation. Repertoire/Activities: Hot Crossed buns With this simple mi re do/do re mi based melody, students should easily be

3 able to learn the song by rote, and they will know do and mi well. Reinforcement Activity: Using barred instruments with this piece allows students to see physical evidence of re s placement between do and mi, which should help them remember where it belongs on the staff as well! Practice The practice stage provides opportunities for students to read, write, and perform music containing the new concept. Activities in this stage include a singing story, a singing game, composition, and playing of accompaniment while half of the group sings/ singing, while half of the group plays an accompaniment. Repertoire/Activities Nine in One Ggrr! Ggrr! This is a singing story, where, when directed by the story, students will sing (by reading notation) a simple melody containing do re mi/mi re do. There is a smooth transition from the previous activity (Hot Crossed Buns) to this one, because it uses the same pitch set, but a different melodic line. Rocky Mountain This is a fun song that contains all of the pentatonic pitches. Because the rhythms are rather simple, and there are many pitches to choose from, this song provides a great basis for a composition project (which must contain the pitches of the pentatonic scale, the provided rhythms, and end on do.) School Bell Sounding This piece is a simple and lovely pentatonic melody, which has an accompaniment part that goes along with it very nicely, and provides students the opportunity to play an instrument with the piece. Also, the addition of the Korean text (Ha kyo jung) provides even further opportunity for repetition and experience with the piece containing Re. Pattern Work: As students enter the room, a singing greeting will be used as a means to warm them up vocally, and also to introduce them to the melody they will be working with later in the lesson.

4 Assessments: Formative assessments will occur during the practice stage through checklists/ rating scales. Summative assessments ACTIVITY PLANS PREPARE Activity Plan: Sally Go Round the Sun Silver Burdett Making Music Teachers Edition Grade 2 Objectives: By the end of this activity, students will accurately sing mi re mi and do re do patterns. National Standars: 1. Singing alone and with others, a varied repertoire of music Materials Needed: None Sequence: 1. Teach the song by rote a. Begin by having students repeat the rhyme b. Add the melody 2. Perform until secure 3. introduce game a. Students sing the song while they get into a seated circle. b. A leader is chosen to skip or walk around the outside of the circle c. At the end of the song everyone says Pop! When this occurs, the leader jumps up, and then sits down. Whoever he is sitting behind is now the leader. 12. Game play continues until secure. Assessment: Informal assessment will occur throughout, with emphasis on the performance of mi re mi, do re do, and mi re do.

5 Analysis: Tone Set Range Rhythm Set Form Do re mi sol la Octave Eighth note, Quarter note, Dotted half note AB

6 Pedigogical Use: Melody Prepare re, Do re mi sol la Rhythm Other Singing Game Activity Plan: Old Woman and the Pig Silver Burdett Making Music Teachers Edition Grade 2 Objectives: By the end of this activity, students will accurately sing mi re mi and do re do patterns. National Standars: 1. Singing alone and with others, a varied repertoire of music 9. Understanding music in relation to history and culture Materials Needed: None Sequence: 1. Teach the song by rote a. Begin by having students repeat the rhyme b. Add the melody 2. Perform until secure 3. Discuss the way various languages have different ways of describing the sounds that animals make (Onomatopoeias). a. Ask if any students know how to say an animal noise in another language, b. Have students repeat a few select animal sounds in other languages, for example: in parts of China pigs say hu lu, hu lu 4. Perform until secure. Assessment: Informal assessment will occur throughout, with emphasis on the performance of mi re mi, do re do, and mi re do.

7 Analysis: Tone Set Range Rhythm Set Form Do re mi so la Octave Quarter note, quarter rest, eighth note ABA Pedigogical Use: Melody Prepare re, Do re mi sol la Rhythm Other Cross curricular, introducing pig noises from around the world

8 Activity Plan: All Around the Buttercup Silver Burdett Making Music Teachers Edition Grade 2 Objectives: By the end of this activity, students will accurately sing mi re do, do re mi, and sol re. National Standars: 1. Singing alone and with others, a varied repertoire of music Materials Needed: None Sequence: 1. Teach the song by immersion, 2. Perform until secure 3. Teach game a. Students gather and stand in a circle. b. Students join hands above their heads creating windows c. Group leader begins to walk around the circle, weaving in and out of the windows d. At the end of the song, the person the leader stopped in front of becomes the new leader. 4. Perform until secure. Assessment: Informal assessment will occur throughout, with emphasis on the performance of mi re do, do re mi, sol re.

9 Analysis: Tone Set Range Rhythm Set Form Do re mi sol 5th Eighth note, Quarter note, Half note AB Pedigogical Use: Melody Prepare re, Do re mi sol Rhythm Other Singing Game PRESENT Activity Plan: Hot Crossed Buns Objectives: By the end of this activity, 80% of th students will 1. Identify re aurally, and on the treble staff ( re =D) 2. Perform the solfege hand sign for re 3. Identify re on a barred instrument 4. Perform re on a barred instrument National Standars: 1.Singing alone and with others, a varied repertoire of music 5. Reading and notating music 6. Listening to, analyzing and describing music

10 9.Understanding music in relation to history and culture Materials Needed: Presentation equipment (whiteboard or smart board) for notated melody Classroom instruments (Barred Orff instruments) Sequence: 1. Singing greeting on mi re do and do re mi 2. Teach the song by rote using a neutral syllable 3. Teach words by rote 4. Have students sing song without teacher assistance 4. As a class, notate the melody on the board, reviewing what is known about the pitches. a. Which is the highest pitch? b. Which is the lowest pitch? c. If we know where mi lives on the staff, can we find do? 5.Sing the song using solfege, humming new pitch 6. Give students barred instruments with do and mi available. Have them play the song, again humming the new pitch. 7.Add a new bar, fa, play the melody for students: mi fa do, ask if it is the correct melody. 8. Have students give ideas for where the bar should go; play each suggestion. 9. Finally, play the correct melody. 10. Ask students if anyone knows what we should call the new pitch. 11. Identify the new pitch as re and explain that it lies between do and mi 12. Ask students if they believe re is higher or lower than sol and have them explain this. (It is lower). 13. Show do re mi on a staff. 14. Introduce the hand sign for re, explain that it is slanted because it leads from do to mi. 15. Practice song with solfege, inluding the hand signs. Assessment: Informal assessment will occur throughout, with emphasis on the accurate singing of re in the melody, accurately identifying re aurally and on the staff.

12 Analysis: Tone Set Range Rhythm Set Form Mi re do 3rd Eighth note, quarter note, half note AB Pedigogical Use: Melody Present re, Do re mi Rhythm Other Orff instruments for visual/aural identification PRACTICE Activity Plan: Nine in One, Ggrr, Ggrr Hmong Folktale as told by Blia Xiong, and adapted by Cathy Spagnoli Objectives: By the end of this activity, 80% of students will be able to accurately read and perform mi re do and do re mi National Standars: 1.Singing alone and with others, a varied repertoire of music

13 5. Reading and notating music 9. Understanding music in relation to history and culture Materials Needed: Presentation equipment (white board, smart board, etc) to display melody Story book: Nine in One, Ggrr, Ggrr Sequence: 1. Begin with a singing greeting using mi re do and do re mi 2. Have students review the last lesson by asking if anyone remembers the new pitch we learned last class. 3. Have class sing a melody that is posted on the board (mi re do) a. Have students sing another melody on the board (Mi re do mi mi) Say, You did well with that one, I bet you could do this one too! b. Practice until confident, then say, wow! If you can do that one, I bet you can do this one, too (Mi re do do do). c. Combine these two new melodies, practice until secure. 4. Introduce the story book Nine=in one, ggrr, ggrr and explain that when the story says the tiger sings, they should sing the words Nine in One, Ggrr, ggrr! to our new melody. a. Read through the book, while students perform the melody, b. On page 28, the melody changes. Reveal a new melody on the board and ask if anyone can sing it for the class (the words will be displayed as well, One in Nine, Ggrr, ggrr. c. Have the whole class sing the new melody d. Complete the story. 5. The last page of the book mentions the Hmong people. a. Ask if anyone in the class knows who the Hmong people are b. This particular group of Hmong people come from Laos i. Show a map and identify Laos c. In Asian cultures, history is extremely important, and folk tales and traditions form a great deal of their culture. d. Ask if any students can recall any other Asian folk tales? Assessment: Formative assessment will occur throughout, with emphasis on the accurate singing of re in the melody, accurately identifying re aurally and on the staff.

14 Analysis: Tone Set Range Rhythm Set Form Do re mi 3rd Quarter notes, Half notes AB Pedigogical Use: Melody Practice re, Do re mi Rhythm Other Singing Story, read music and sing with story

15 Activity Plan: Rocky Mountain Objectives: By the end of this activity, 80% of students will accrutately sing a melody from staff notation. National Standars: 1.Singing alone and with others, a varied repertoire of music 5.Reading and notating music Materials Needed: Music for Rocky Mountain Sequence: 1. Present the 1 st verse of the melody on the staff. Ask students to identify where re is; ask the students to explain how they know this. 2. Ask the students to read the rhythm of the melody using rhythm syllables 3. Ask the students to perform the melody using hand signs while singing in their heads 4. Ask the students to sing the melody with solfege while using hand signs Assessment: Formative assessment will occur throughout, with emphasis on the accurate singing of re in the melody, accurately identifying re aurally and on the staff.

16 Analysis: Tone Set Range Rhythm Set Form Do re mi sol la 6th Eighth notes, Quarter notes, half notes AB Pedigogical Use: Melody Rhythm Other Practice re, Do re mi sol la 2/4 Use for composition project

17 Activity Plan: Compose a melody Objectives: By the end of this activity, at least 75% of students will improvise a simple melody using do, re, mi, sol and la to a given rhythmic pattern. National Standars: 1. Performing on instruments, alone and with others, a varied repertoire of music 2. Improvising melodies, variations, and accompaniments 3. Composing and arranging music within specified guidelines. 4. Reading and notating music 5. Listening to, analyzing, and describing music 6. Evaluating music and music performances. Materials Needed: Presentation equipment (whiteboard, smart board, etc) for instruction and notated melody and rhythmic text Classroom instruments: Barred Orff instruments Sequence: 1. Review Rocky Mountain from last class 2. Have students sing while they use body percussion to practice the rhythm of the piece. (pat lap for eighth notes, clap for half notes, stomp for quarter notes.) 3. Take away the words, and just have them practice the body percussion. 4. The students now have a job to do! The songwriter decided that the melody is all wrong, and he needs us to help him fix it! a. The students are allowed to use do, re, mi, sol, and la to create our new melody, and must use re at least once! b. The students must use the rhythm provided to them (from lines 2 and 3 of Rocky Mountain) c. The melody must end on do. d. Students will use their barred Orff instruments to help them come up with a new melody. e. The students will perform their new melodies for the class 5. The students will complete self assessments. Assessment: Formative assessment will occur throughout with emphasis on accuracy singing, identifying (aurally and on the staff) re, and correctly incorporating re into a composition. Summative assessment will occur in the form of a rating scale, recording the accuracy in singing re in the melody, accurately identifying re aurally and on the staff, incorporating re into a composition, and correctly including all required aspects of the composition.

18 Analysis: Tone Set Do re mi sol la Range Rhythm Set Form Eighth notes, Quarter notes, half notes AB Pedigogical Use: Melody Rhythm Other Practice re, Do re mi sol la 2/4 composition project Incorporation of re Student accurately include re into his or her composition Student incorrectly name re, or labels the incorrect pitch as re Student does not include re in his or her composition Pitches Student uses all pitches of the pentatonic scale in their composition Student uses some pitches of the pentatonic scale/ some pitches not belonging to the pentatonic scale Student does not use pitches of the pentatonic scale. Rhythm Student accurately uses the given rhythms to create their new composition Student makes3 4 mistakes with the given rhythm Student uses the incorrect rhythm Ending Student correctly ends their song on do Student incorrectly names do or labels the incorrect pitch as do Student does not end the piece on do

19 Student Self Assessment Name Hearing, Reading, Improvising with re Hearing Re Reading Re Improvising with Re Activity Plan: School Bell Sounding Objectives:

20 By the end of this activity, at least 80% of students will: perform from written notation a simple melody containing re. play an accompaniment on a barred Orff instrument National Standars: 1. Singing, alone and with others, a varied repertoire of music. 2. Playing on instruments, alone and with others, a varied repertoire of music. 5. Reading and notating music 6. Listening to, analyzing, and describing music 7. Evaluating music and music performances. Materials Needed: Score for School Bell Sounding Sequence: 1. Students will begin by speaking the English text in rhythm 2. Students will sing the melody on solfege 3. Ask students to combine, and sing the words as written. 4. When confident, have students learn the Korean words by rote, one verse at a time. 5. Perform until secure 6. While they sing, teacher will play accompaniment on a barred instrument. a. Have students play the accompaniment you are playing (the notation should be placed on the board, or somewhere visible for students) b. Perform until secure. 7. Students will be divided in half. One half will play the accompaniment while the other half sings, and then they will switch. Assessment: Formative assessment will be ongoing throughout the activity. Emphasis will be placed on accuracy in singing and playing re in the melody, accurately identifying re aurally and on the staff, incorporating re into a composition, and correctly including all required aspects of the composition.

22 Analysis: Tone Set Range Rhythm Set Form Do re mi sol la 5th Eighth notes, Quarter notes, half notes AB Pedigogical Use: Melody Practice re, Do re mi sol la Rhythm Other Cross curricular, orff instrument accompaniment for teacher/students

Central Valley School District Music 1 st Grade August September Standards August September Standards

Central Valley School District Music 1 st Grade August September Standards August September Standards Classroom expectations Echo songs Differentiating between speaking and singing voices Using singing